It
is
often
helpful
to
limit
the
amount
of
time
at
centers
to
about
15
minutes
for
the
first
few
weeks;
this
will
prevent
students
from
losing
interest.
It
will
also
allow
the
teacher
time
to
teach
the
children
what
to
do
when
they
complete
an
assigned
task.
It
is
necessary
at
some
point
to
stand
back
and
observe
students
as
they
work;
this
will
allow
the
students
to
gain
independence.
The
most
effective
teachers
only
provide
help
when
students
cannot
solve
problems
amongst
themselves.
Final
Thoughts
to
Consider
The
main
purpose
for
literacy
centers
is
to
allow
the
teacher
ample
time
to
work
with
small
groups
of
children
or
individuals.
Thus
it
is
important
that
the
children
learn
to
work
at
centers
without
interrupting
the
teacher.
This
can
take
up
to
six
full
weeks,
with
the
teacher
gradually
pulling
support
away
from
center
activities.
It
is
important
to
devote
this
time
to
‘training’
the
students.
Only
after
this
independence
has
been
established
should
small
group
instruction
begin.
Otherwise,
the
teacher
and
the
students
may
become
frustrated
by
the
resulting
chaos.
Once
the
routines
have
been
established,
students
are
successful
in
the
basic
literacy
centers,
and
small
group
instruction
has
been
incorporated
into
the
routine,
teachers
may
want
to
add
additional
centers
to
their
repertoire.
Figure
2
provides
additional
center
ideas
that
may
work
in
the
classroom
as
well.
Figure
1.
Basic
literacy
centers.
(Adapted
from
Ankrum,
2008).
• Writing
Center:
Quite
simply
a
table,
some
chairs,
and
various
supplies
to
write
with
and
write
on.
Markers,
crayons,
colored
pencils,
and
paper
of
all
sizes
can
be
stored
here;
mini-‐dry CH0